scholarly journals 2020

2021 ◽  
Vol 19 (4) ◽  
pp. 480-488
Author(s):  
Sacha Molitorisz
Keyword(s):  

In this imagined future, a jaded and anxious history teacher takes her fourteen-year-old students on a virtual visit back to 2020. Along the way, 1984 keeps surfacing. The references are both explicit and implicit: the protagonist’s name is Win and her off-stage other half is Julia; the first and last lines are a play on Orwell’s oft-cited opening sentence; and Ari is a fan of David Bowie’s 1984-themed Diamond Dogs album. But whereas Orwell (and Bowie) saw a dystopian future devoid of privacy, Win, Ari, and Jay inhabit a world where Orwell’s vision isn’t an imagined future but a nightmarish past. As a result, however, they have to struggle with issues of trust and vulnerability.

Africa ◽  
1934 ◽  
Vol 7 (2) ◽  
pp. 191-198 ◽  
Author(s):  
W. E. Ward

There is one great disadvantage that the history teacher must feel in drawing up a syllabus of history for African schools. It is accepted now that young children should begin their study of history by learning about their own home district; and at this stage, history and geography should hardly be separated. It is common to find quite young children in elementary schools in Europe putting together little co-operative booklets about the history and geography of their own home; and even in out-of-the-way country districts there are usually enough historical traditions for the purpose. Market charters, manorial court rolls, perhaps a battle-field, or monastic ruins, or a great historic local family—this is material which has reference to places and buildings that the children know well, and which yet leads up easily to the history of a wider area.


2021 ◽  
Vol 2 (3) ◽  
pp. 254-266
Author(s):  
Rosângela de Arruda Araújo Araújo

The theme about Jewish immigration in Brazil gains relevance from the work of the History teacher with themes directly linked to the way of life, adaptation and the result of power relations exercised by the descendents of Jews settled in the city of Ponta Grossa-PR. The educational practices that underlie the teaching of History depend on the historian's ability to contextualize and make references to other themes of interest, in order to allow the student, when inserted in the context, to make readings according to the content of the proposed activities. In a second moment, subthemes such as identity, memory, religion and politics are approached, which interfere in the ways of acceptance by society about historical facts and/or perceptions around the identity of the Jewish community of immigrants and expatriates in Brazil.   O tema da imigração judaica no Brasil ganha relevância com o trabalho do professor de História com temas directamente ligados ao modo de vida, adaptação e resultado das relações de poder exercidas pelos descendentes dos judeus instalados na cidade de Ponta Grossa-PR. As práticas educativas subjacentes ao ensino da História dependem da capacidade do historiador de contextualizar e fazer referências a outros temas de interesse, de modo a permitir ao aluno, quando inserido no contexto, fazer leituras de acordo com o conteúdo das actividades propostas. Num segundo momento, são abordados subtemas como identidade, memória, religião e política, que interferem nas formas de aceitação pela sociedade sobre factos históricos e/ou percepções em torno da identidade da comunidade judaica de imigrantes e expatriados no Brasil.


2018 ◽  
Vol 41 ◽  
Author(s):  
Maria Babińska ◽  
Michal Bilewicz

AbstractThe problem of extended fusion and identification can be approached from a diachronic perspective. Based on our own research, as well as findings from the fields of social, political, and clinical psychology, we argue that the way contemporary emotional events shape local fusion is similar to the way in which historical experiences shape extended fusion. We propose a reciprocal process in which historical events shape contemporary identities, whereas contemporary identities shape interpretations of past traumas.


2020 ◽  
Vol 43 ◽  
Author(s):  
Aba Szollosi ◽  
Ben R. Newell

Abstract The purpose of human cognition depends on the problem people try to solve. Defining the purpose is difficult, because people seem capable of representing problems in an infinite number of ways. The way in which the function of cognition develops needs to be central to our theories.


1976 ◽  
Vol 32 ◽  
pp. 233-254
Author(s):  
H. M. Maitzen

Ap stars are peculiar in many aspects. During this century astronomers have been trying to collect data about these and have found a confusing variety of peculiar behaviour even from star to star that Struve stated in 1942 that at least we know that these phenomena are not supernatural. A real push to start deeper theoretical work on Ap stars was given by an additional observational evidence, namely the discovery of magnetic fields on these stars by Babcock (1947). This originated the concept that magnetic fields are the cause for spectroscopic and photometric peculiarities. Great leaps for the astronomical mankind were the Oblique Rotator model by Stibbs (1950) and Deutsch (1954), which by the way provided mathematical tools for the later handling pulsar geometries, anti the discovery of phase coincidence of the extrema of magnetic field, spectrum and photometric variations (e.g. Jarzebowski, 1960).


Author(s):  
W.M. Stobbs

I do not have access to the abstracts of the first meeting of EMSA but at this, the 50th Anniversary meeting of the Electron Microscopy Society of America, I have an excuse to consider the historical origins of the approaches we take to the use of electron microscopy for the characterisation of materials. I have myself been actively involved in the use of TEM for the characterisation of heterogeneities for little more than half of that period. My own view is that it was between the 3rd International Meeting at London, and the 1956 Stockholm meeting, the first of the European series , that the foundations of the approaches we now take to the characterisation of a material using the TEM were laid down. (This was 10 years before I took dynamical theory to be etched in stone.) It was at the 1956 meeting that Menter showed lattice resolution images of sodium faujasite and Hirsch, Home and Whelan showed images of dislocations in the XlVth session on “metallography and other industrial applications”. I have always incidentally been delighted by the way the latter authors misinterpreted astonishingly clear thickness fringes in a beaten (”) foil of Al as being contrast due to “large strains”, an error which they corrected with admirable rapidity as the theory developed. At the London meeting the research described covered a broad range of approaches, including many that are only now being rediscovered as worth further effort: however such is the power of “the image” to persuade that the above two papers set trends which influence, perhaps too strongly, the approaches we take now. Menter was clear that the way the planes in his image tended to be curved was associated with the imaging conditions rather than with lattice strains, and yet it now seems to be common practice to assume that the dots in an “atomic resolution image” can faithfully represent the variations in atomic spacing at a localised defect. Even when the more reasonable approach is taken of matching the image details with a computed simulation for an assumed model, the non-uniqueness of the interpreted fit seems to be rather rarely appreciated. Hirsch et al., on the other hand, made a point of using their images to get numerical data on characteristics of the specimen they examined, such as its dislocation density, which would not be expected to be influenced by uncertainties in the contrast. Nonetheless the trends were set with microscope manufacturers producing higher and higher resolution microscopes, while the blind faith of the users in the image produced as being a near directly interpretable representation of reality seems to have increased rather than been generally questioned. But if we want to test structural models we need numbers and it is the analogue to digital conversion of the information in the image which is required.


1979 ◽  
Vol 44 (1) ◽  
pp. 3-30 ◽  
Author(s):  
Carol A. Pruning

A rationale for the application of a stage process model for the language-disordered child is presented. The major behaviors of the communicative system (pragmatic-semantic-syntactic-phonological) are summarized and organized in stages from pre-linguistic to the adult level. The article provides clinicians with guidelines, based on complexity, for the content and sequencing of communicative behaviors to be used in planning remedial programs.


ASHA Leader ◽  
2013 ◽  
Vol 18 (2) ◽  
pp. 5-7 ◽  
Author(s):  
Patty Prelock

Children with disabilities benefit most when professionals let families lead the way.


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